The Use of Creative Methods to Improve English Skills Among ESL Children 4-5 years old
Weis Brum Higa, Kenji (2020)
Weis Brum Higa, Kenji
2020
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-202001231546
https://urn.fi/URN:NBN:fi:amk-202001231546
Tiivistelmä
This thesis has, as its primary purpose, analyze how can creative methods be, specifically visual arts, beneficial for the acquisition of English language skills. To achieve positive results and knowledge about the topic, there was research made to find examples of visual arts being used as a tool for English learning.
For the practical side of this thesis, there was a partnership with a bilingual Finnish daycare, that uses English as its second language. Although they are bilingual, the children are not fluent in English, as their pedagogy works as introducing the children to useful English vocabulary in daily activities, but Finnish remains the primary language of instruction.
As a result of the partnership, a total of six art sessions were created and carried on among their children who were 4-5 years old. The sessions contained a diverse range of art methods that helped the children to better their English skills.
A booklet was created after the art interventions were carried on; this booklet serves as an instruction manual for others who would like to recreate the activities. A copy of the brochure was also left at the partner institution for their future use and research.
Anonymous feedback was collected from the children, workers, and parents to analyze the efficacy of the sessions and their feelings about the program.
For the practical side of this thesis, there was a partnership with a bilingual Finnish daycare, that uses English as its second language. Although they are bilingual, the children are not fluent in English, as their pedagogy works as introducing the children to useful English vocabulary in daily activities, but Finnish remains the primary language of instruction.
As a result of the partnership, a total of six art sessions were created and carried on among their children who were 4-5 years old. The sessions contained a diverse range of art methods that helped the children to better their English skills.
A booklet was created after the art interventions were carried on; this booklet serves as an instruction manual for others who would like to recreate the activities. A copy of the brochure was also left at the partner institution for their future use and research.
Anonymous feedback was collected from the children, workers, and parents to analyze the efficacy of the sessions and their feelings about the program.